The Relationship between EFL Learners’ Reading Anxiety Levels and Their Metacognitive Reading Strategy Use

Abstract

This study investigated the relationship between EFL learners’ Foreign Language Reading Anxiety levels and their use of Reading Strategies. 196 senior university EFL learners majoring in either English translation or English literature participated in the first phase of the study. They were all asked to answer the Foreign Language Reading Anxiety Scale (FLRAS). Subsequently 46 participants were selected based on their FLRAS scores -23 of them were low-anxiety group and 23 were high-anxiety group- for the second stage of the study. All of the 46 final contributors responded to the Survey of Reading Strategies (SORS). The results indicated no significant relationship between their FLRAS scores and SORS scores. However further analysis of descriptive data revealed that actually there are some differences in their reading strategy use. Accordingly, low anxiety group used Global and Problem-solving Reading Strategies more frequently while high anxiety group applied Support Strategies more often. The possible effects of gender on RA and Reading Strategy use were also examined and no significant relationships were identified.